ABSTRACT
The world is not going to be the same. COVID-19 was the catalyst for the worlds Largest ever remote work experience, and clear trends show that we are at the beginning of a new world. The goal of the hands-on work is to help students understand theory, teach them the scientific process and manipulative techniques, and generate interest and motivation in science. To achieve these goals, students must first recall the mathematical model of the physical phenomenon to be studied, perform manipulations to measure the physical phenomenon, demonstrate the compatibility between the theoretical and measured results and conclude with an analysis. At the end of the session, students are evaluated on the scientific quality of their work and receive a grade. Our challenge is to make this methodology available on a digital platform to allow learning for all, regardless of time or place © 2023, International journal of online and biomedical engineering.All Rights Reserved.
ABSTRACT
ICT have become ubiquitous in teachers' daily lives as well as in their professional environment. Thus, a legitimate question that arises is to what extent their pedagogical practice mirrors this ubiquity. In that sense, our study would be an answer to this question. A survey of 260 secondary school teachers in the provincial directorate of Rhamna (Morocco), within the context of the COVID-19 crisis, allowed us to stress the following results: The alignment of teachers' personal, professional, and pedagogical uses of ICT, The significant relationship between continuous training and the integration of ICT into teaching practices, and The positive impact of the pandemic on teachers' attitude towards the importance of pedagogical uses of ICT. © 2022 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0) Peer-review under responsibility of the Conference Program Chairs.